This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students (Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.
BarbozaG. E.SchiambergL. B.OehmkeJ.KorzeniewskiS. J.PostL. A.HerauxC. G. (2009).
Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence,
38, 101–121.
2.
BuschV.Laninga-WijnenL.vanYperenT. A.SchrijversA. J. P.De LeeuwJ. R. J. (2015).
Bidirectional longitudinal associations of perpetration and victimization of peer bullying with psychosocial problems in adolescents: A cross-lagged panel study. School Psychology International,
36, 532–549. doi:10.1177/0143034315604018
3.
Coelho, V., Sousa, V., & Marchante, M. (2015). Development and validation of the social and emotional competencies evaluation questionnaire. Journal of Developmental and Educational Psychology, 5, 139–147. doi:10.5539/jedp.v5n1p139
4.
Coelho, V. A., Sousa, V., Marchante, M., Brás, P., & Romão, A. M. (2016). Bullying and cyberbullying in Portugal: Validation of a questionnaire and analysis of prevalence. School Psychology International, 37, 223–239. doi:10.1177/0143034315626609
5.
Coelho, V. A., & Sousa, V. (2018a). Class-level risk factors for bullying and victimization in Portuguese middle schools. School Psychology International, 39, 121–137. doi:10.1177/0143034317749992
6.
Coelho, V. A., & Sousa, V. (2018b). A Multilevel analysis of the relation between bullying roles and social and emotional competencies. Journal of Interpersonal Violence. Prepublished October 1, 2018. doi:10.1177/0886260518801943
7.
Coelho, V. A. & Sousa, V. (2020). Bullying and cyberbullying behaviors questionnaire: validation of a short form. International Journal of School & Educational Psychology, 8, 3–10, doi:10.1080/21683603.2018.1522282
8.
Collaborative for Academic, Social, and Emotional Learning. (2015). 2015 CASEL guide: Effective social and emotional learning programs (Middle and high school edition).
9.
CookC. R.WilliamsK. R.GuerraN. G.KimT. E.SadekS. (2010).
Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly,
25(2), 65–83. doi:10.1037/a0020149
10.
CornellD.GregoryA.HuangF.FanX. (2013).
Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology,
105, 138–149. doi:10.1037/a0030416
11.
Direção Geral de Estatísticas da Educação e da Ciência. (2019). Educação em números 2019 [Education in numbers 2019]. Lisboa, Portugal: Author.
12.
FontaineA. M. (1991).
Desenvolvimento do conceito de si próprio e realização escolar na adolescência [Self-concept development and school achievement in adolescence]. Psychologica,
5, 13–31.
13.
GarandeauC. F.YanagidaT.VermandeM. M.StrohmeierD.SalmivalliC. (2019).
Classroom size and the prevalence of bullying and victimization: Testing three explanations for the negative association.Frontiers in Psychology,
10, article 2125. doi:10.3389/fpsyg.2019.02125
14.
GiniG.CardN. A.PozzoliT. (2017).
A meta-analysis of the differential relations of traditional and cyber-victimization with internalizing problems.Aggressive Behavior,
44, 185–198. doi:10.1002/ab.21742
15.
GreshamF. M.ElliottS. N.VanceM. J.CookC. R. (2011).
Comparability of the social skills rating system to the social skills improvement system: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly,
26, 27–44. doi:10.1037/a0022662
16.
HeckR. H.ThomasS. L.TabataL. N. (2013). Multilevel and longitudinal modeling with IBM SPSS(2nd ed.).
Routledge.
17.
HymelS.SwearerS. M. (2015).
Four decades of research on school bullying: An introduction.American Psychologist,
70, 293–299. doi:10.1037/a0038928
18.
JenkinsL. N.DemarayM. K.FredrickS. S.SummersK. H. (2016).
Associations among middle school students' bullying roles and social skills. Journal of School Violence,
15, 259–278. doi:10.1080/15388220.2014.986675
19.
KokkinosC.PanayiotouG. (2004).
Predicting bullying and victimization among early adolescents: Associations with disruptive behavior disorders. Aggressive Behavior,
30, 520–533. doi:10.1002/ab.20055
20.
MarshH. W. (1990).Self-Description Questionnaire – II manual.
University of Western Sydney.
21.
NanselT. R.CraigW.OverpeckM. D.SalujaG.RuanW. J., & the HBSC group (2004).
Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics and Adolescent Medicine,
158, 730–746. doi:10.1001/archpedi.158.8.730
22.
OlweusD. (1993). Bullying at school.
Blackwell.
23.
RodkinP. C.HodgesE. V. E. (2003).
Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review,
32, 384–400.
24.
RosenbergM. (1965). Society and the adolescent self-image.
Princeton University Press.
25.
SalmivalliC.KaukiainenA.KaistaniemiL.LagerspetzK. M. (1999).
Self-evaluated self-esteem, peer-evaluated self-esteem, and defensive egotism as predictors of adolescents’ participation in bullying situations. Personality and Social Psychology Bulletin, 25, 1268–1278. doi:10.1177/0146167299258008
26.
ScholteR.SentseM.GranicI. (2010).
Do actions speak louder than words? Classroom attitudes and behavior in relation to bullying in early adolescence. Journal of Clinical Child and Adolescent Psychology,
39, 789–799. doi:10.1080/15374416.2010.517161
27.
SealsD.YoungJ. (2003).
Bullying and victimization: Prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression. Adolescence,
38, 735–747.
28.
SentseM.VeenstraR.KiuruN.SalmivalliC. (2015).
A longitudinal multilevel study of individual characteristics and classroom norms in explaining bullying behaviors.Journal of Abnormal Child Psychology,
43(5), 943–955. doi:10.1007/s10802-014-9949-7
29.
SmithP. K.López-CastroL.RobinsonS.GörzigA. (2019).
Consistency of gender differences in bullying in cross-cultural surveys. Aggression and Violent Behavior,
45, 33–40. doi:10.1016/j.avb.2018.04.006
30.
SolbergM.E.OlweusD. (2003).
Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior,
29, 239–68. doi:10.1002/ab.10047
31.
StavrinidesP.GeorgiouS.TheofanousV. (2010).
Bullying and empathy: A short-term longitudinal investigation.Educational Psychology,
30, 793–802. doi:10.1080/01443410.2010.506004.
32.
ThornbergR.JungertT., (2014).
School bullying and the mechanisms of moral disengagement.Aggressive Behavior,
40(2), 99–108. doi:10.1002/ab.21509
33.
UnneverJ. D.CornellD. G. (2003).
Bullying, self-control, and ADHD. Journal of Interpersonal Violence,
18, 129–147. doi:10.1177/0886260502238731
34.
vanGeelM.GoemansA.ZwaanswijkaW.GiniG.VedderP. (2018).
Does peer victimization predict low self-esteem, or does low self-esteem predict peer victimization? Meta-analyses on longitudinal studies. Developmental Review,
49, 31–40. doi:10.1016/j.dr.2018.07.001
35.
vanNoordenT. H. J.HaselagerG. J. T.CillessenA. H. N.BukowskiW. M. (2015).
Empathy and involvement in bullying in children and adolescents: A systematic review.Journal of Youth and Adolescence,
44, 637–657. doi:10.1007/s10964-014-0135-6
36.
YangS. J.StewartR.KimJ. M.KimS. W.ShinI. S.DeweyM. E.MaskeyS.YoonJ. S. (2013).
Differences in predictors of traditional and cyber-bullying: A 2-year longitudinal study in Korean school children.European Child and Adolescent Psychiatry,
22, 309–318. doi:10.1007/s00787-012-0374-6
37.
ZychI.Beltrán-CatalánM.Ortega-RuizR.LlorentV. J. (2018).
Social and emotional competencies in adolescents involved in different bullying and cyberbullying roles. Revista de Psicodidactica,
23(2), 86–93. doi:10.1016/j.psicod.2017.12.001
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
